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Gates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana Catherine; Harvey, Melody; Gu, Kun – RAND Corporation, 2014
New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its…
Descriptors: Principals, Administrator Role, Academic Achievement, Professional Development
Gates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana Catherine; Harvey, Melody; Gu, Kun – RAND Corporation, 2014
New Leaders is dedicated to promoting student achievement by developing outstanding school leaders to serve in urban schools. RAND Corporation researchers conducted a formative and summative external evaluation of the New Leaders program, its theory of action, and its implementation from 2006 through 2013. This document presents technical…
Descriptors: Principals, Administrator Role, Academic Achievement, Professional Development
Washington School Research Center, 2008
The purpose of this study was to explore the nature of recent educational reform efforts in Washington State and to determine what educators believe to be the most important future areas of focus. In particular, the researchers wanted to determine whether school-wide improvement efforts (i.e. School Improvement Plans (SIPs), School Improvement…
Descriptors: Educational Development, Program Effectiveness, Educational Change, Educational Experience
New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. – 1984
Learning to Read Through the Arts offers intensive reading instruction to Chapter I eligible students through the integration of a total reading program with a total arts program. In 1983-84, the program was offered to a total of 625 general education students, 140 bilingual students, and 100 special education students (all in grades 2-6). Reading…
Descriptors: Achievement Gains, Art Activities, Bilingual Students, Disadvantaged
Peer reviewed Peer reviewed
Stone, Nancy R. – Journal of Developmental Education, 1990
Describes a revised developmental study skills course offering integrated instruction in critical thinking, reading, and writing strategies. Daily journal writing, reading lessons, library research, and a final oral and written report led to higher motivation, comprehension, and thinking levels than experienced by previous years' students. (DMM)
Descriptors: Achievement Gains, Basic Writing, Community Colleges, Course Content
Joseph, Nancy – 1984
A language skills program was developed at Lake City Community College to increase remedial students' chances of academic success in college courses. The program concentrates first on developing students' speaking and listening skills and then proceeds to more complex reading and writing skills. The program provides 16 weeks of developmental study…
Descriptors: Achievement Gains, Basic Skills, Community Colleges, Developmental Studies Programs
Walker, Sharon; And Others – 1982
Learning to Read Through the Arts (LTRTA), a Title I program, offers intensive reading instruction to New York City elementary school students, through the integration of a total arts program with a total reading program. This report presents a brief program description and results of an evaluation of student achievement and teacher participation…
Descriptors: Achievement Gains, Art Activities, Bilingual Education, Compensatory Education
Holly Springs Municipal Separate School Dist., MS. – 1980
In a study of cognitive therapy as a strategy for compensatory education, fourteen low-achieving first graders in the Holly Springs Separate School District (Mississippi) were assigned to treatment conditions consisting of a teacher trained in cognitive therapy, an aide, and a small class size. The therapy relied upon a clinical tutorial model…
Descriptors: Achievement Gains, Class Size, Cognitive Ability, Cognitive Development
Hansen, Joe B.; And Others – 1986
The evaluation of the Portland (Oregon) Public Schools' Summer Program focused on academic achievement of its students, grades K-8, who participated in 1985. Courses included arts and crafts as well as basic and remedial instruction in reading, mathematics, and language. The achievement gains of summer school students were compared to the whole…
Descriptors: Academically Gifted, Achievement Gains, Basic Skills, Elementary Education
Dworkowitz, Barbara – 1993
This report presents the evaluation results of the Queens Tri-School Confederation magnet programs in New York City: programs designed to reduce minority-group isolation among high school students in three high schools and simultaneously improve the quality of their education through the sharing of resources and expertise. These programs, which…
Descriptors: Academic Achievement, Achievement Gains, Attendance, Educational Cooperation
Becher, Rhoda McShane – 1984
Presenting a review of research on parent involvement, this document is intended to serve as a basis for developing policies, programs, and practices in parent involvement programs. Specifically, the review concerns (1) the role of parents, family, and home in determining children's intelligence, competence, and achievement; (2) the effects of…
Descriptors: Academic Achievement, Achievement Gains, Cognitive Development, Elementary Secondary Education
Briggs, Linda – 1987
The GO Project was created at Sacramento City College (SCC) to help underprepared students achieve success in a transfer-level sociology course, while improving their reading, writing, and study skills. Throughout the fall semester, students in the GO Project engaged in reading, essay writing, and study skills practice which focused on the…
Descriptors: Achievement Gains, Basic Skills, Community Colleges, Comparative Analysis
Ventouratos, Despina – 1993
This report evaluates Project Data-Tech, a New York City program that served 125 Haitian- and Spanish-speaking students of limited English proficiency and that was designed to improve the educational attainment of these minority children. Participating students received instruction in English as a second language; native language arts (NLA); the…
Descriptors: Achievement Gains, Basic Skills, Bilingual Education, Curriculum Development